Geomagnetic Field Effect on Affective and Cognitive Competence in Preschool

Abstract

The goal of our research was to study the effect of geomagnetic field (GMF) disturbances, in terms of K, K_p, A_k, A_p, and SK indices, on children's affective (emotional) and cognitive competence during different forms of organization of pretend play. We studied two forms of management of the playing process: 1) teacher‐directed frontal play with simultaneous involvement of all children in the classroom and 2) child‐directed play in various small groups. Twenty‐six observations were performed on 51 children in two mixed‐age classrooms. The mean age of the children was 4.6 years, with age span from 3 to 6 years. We found a significant increase in cognitive behavior during child‐directed play in groups compared with frontal, teacher‐directed management of the lesson. During child‐directed play children's behavior was negatively correlated with geomagnetic disturbance in both affective and cognitive domains (R = − 0.47, p < 0.029, n = 21) as compared with teacher‐directed play where there was no significant interaction. We believe the dependence of the GMF effect on the type of the organization of the educational process is explained by the less‐stressful environment of the child‐directed playing conditions compared with teacher‐directed in which the directive role of the teacher can mask a possible GMF effect.

• Pretend play
• Magnetic field
• Cognition
• Affective domain
• Melatonin